scholarly journals Using confidence intervals to determine adequate item sample sizes for vocabulary tests: An essential but overlooked practice

2020 ◽  
pp. 026553222097956
Author(s):  
Henrik Gyllstad ◽  
Stuart McLean ◽  
Jeffrey Stewart
Keyword(s):  
Empirical Evidence ◽  
Confidence Intervals ◽  
Word Frequency ◽  
Frequency Band ◽  
Test Scores ◽  
Vocabulary Knowledge ◽  
Vocabulary Test ◽  
Test Formats ◽  
Sample Size Increase ◽  
Unique Dataset

The last three decades have seen an increase of tests aimed at measuring an individual’s vocabulary level or size. The target words used in these tests are typically sampled from word frequency lists, which are in turn based on language corpora. Conventionally, test developers sample items from frequency bands of 1000 words; different tests employ different sampling ratios. Some have as few as 5 or 10 items representing the underlying population of words, whereas other tests feature a larger number of items, such as 24, 30, or 40. However, very rarely are the sampling size choices supported by clear empirical evidence. Here, using a bootstrapping approach, we illustrate the effect that a sample-size increase has on confidence intervals of individual learner vocabulary knowledge estimates, and on the inferences that can safely be made from test scores. We draw on a unique dataset consisting of adult L1 Japanese test takers’ performance on two English vocabulary test formats, each featuring 1000 words. Our analysis shows that there are few purposes and settings where as few as 5 to 10 sampled items from a 1000-word frequency band (1K) are sufficient. The use of 30 or more items per 1000-word frequency band and tests consisting of fewer bands is recommended.

FORMAL VERSUS INFORMAL L2 LEARNING

2021 ◽  
pp. 1-25
Author(s):  
Vanessa De Wilde ◽  
Marc Brysbaert ◽  
June Eyckmans
Keyword(s):  
Individual Differences ◽  
Language Learning ◽  
Word Frequency ◽  
Vocabulary Knowledge ◽  
Receptive Vocabulary ◽  
Vocabulary Test ◽  
And Gender ◽  
French Words ◽  
Out Of School

Abstract A second language can be learned inside and outside the classroom. In this study we investigated the English and French vocabulary knowledge of 110 Dutch-speaking children (age 10–12), who received 100 hours of instruction in French, whereas their contact with English came from out-of-school exposure only. We examined the role of individual differences (out-of-school exposure and gender) and word-related variables (cognateness, frequency, and language). The children completed a receptive vocabulary test in English and French and filled in a questionnaire. The results showed that the children had a larger vocabulary knowledge in English than in French, illustrating the power of contextual language learning. Word learning was influenced by the amount of exposure, word frequency, and cognateness. Additionally, English words were easier to learn than French words for the participants we tested. Our results point to the need for out-of-school exposure to supplement language learning in the classroom.

scholarly journals Moroccan EFL Learners' Knowledge of Vocabulary and their Speaking Ability: A Correlational Study

2021 ◽  
Vol 4 (12) ◽  
pp. 40-46
Author(s):  
Souad En-nda ◽  
Bani Koumachi
Keyword(s):  
Test Scores ◽  
Significant Positive Correlation ◽  
Pearson Correlation ◽  
Vocabulary Knowledge ◽  
First Year ◽  
Vocabulary Test ◽  
Efl Learners ◽  
Speaking Test ◽  
Males And Females ◽  
The Relationship

The study seeks to investigate the correlation between students' vocabulary knowledge and their speaking ability. It is carried out in Idriss 1st high school in Kenitra, with the participation of 30 first-year baccalaureate students, including males and females. Vocabulary and speaking tests are used as two main instruments to collect data from the participants. Pearson correlation is used in order to determine the relationship between students' scores in vocabulary and their scores in the speaking test. Based on correlation analysis, the research's major findings revealed a significant positive correlation (r=, 744) between the vocabulary test scores of students and their speaking performance in the speaking test.

The Author Recognition Test without Foils as a Predictor of Vocabulary and Cultural Literacy Test Scores

1998 ◽  
Vol 87 (2) ◽  
pp. 544-546 ◽  
Author(s):  
Stephen Krashen ◽  
Haeyoung Kim
Keyword(s):  
Graduate Students ◽  
Recognition Test ◽  
Test Scores ◽  
Vocabulary Knowledge ◽  
Cultural Literacy ◽  
Literacy Performance ◽  
Literacy Test

Performance on a foil-free version of the Author Recognition Test was for 40 undergraduates and 5 graduate students a significant predictor of vocabulary knowledge and cultural literacy. Performance on foil-free versions of the Author and Magazine Recognition Tests were significant predictors of cultural literacy.

scholarly journals The Effect of Aural and Visual Storytelling on Vocabulary Retention of Iranian EFL Learners

2017 ◽  
Vol 10 (4) ◽  
pp. 92
Author(s):  
Maryam AminAfshar ◽  
Ahmad Mojavezi
Keyword(s):  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
Control Group ◽  
Vocabulary Test ◽  
Vocabulary Retention ◽  
Visual Storytelling ◽  
Efl Learners ◽  
Post Test ◽  
Experimental Group ◽  
Do So

EFL learners at all ages and proficiency levels are usually confronted with various problems in vocabulary learning and retention. This study sought to introduce strategies for improvement of vocabulary learning and retention. Therefore, the effects of using aural/visual storytelling on Iranian EFL learners’ vocabulary learning and retention were investigated. To do so, 50 intermediate female EFL learners were randomly assigned to two groups. After the administration of teacher made English Vocabulary Test as the pre-test, aural storytelling method was used for the control group, and visual storytelling method was used for the experimental group. After three months of instruction, the aforementioned teacher made English Vocabulary Test, as the post-test, was given to the students of both groups to assess their improvements. Two weeks after post-test, they were given a delayed post-test to measure their retention of English vocabulary knowledge. The reliability of the English Vocabulary Test using Cronbach's Alpha was estimated equal to 0.80. Finally, Using ANCOVA, the results revealed that, the experimental group’s participants outperformed those of control group in both learning and retention of English vocabulary. So, it can be noted that the training program according to visual could have impressive impact on the learning and retention of vocabulary knowledge.

The Diagnostic Accuracy of Four Vocabulary Tests Administered to Preschool-Age Children

1999 ◽  
Vol 30 (2) ◽  
pp. 196-206 ◽  
Author(s):  
Shelley Gray ◽  
Elena Plante ◽  
Rebecca Vance ◽  
Mary Henrichsen
Keyword(s):  
Construct Validity ◽  
Empirical Evidence ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Test Validity ◽  
Preschool Age ◽  
Vocabulary Test ◽  
Expressive Vocabulary ◽  
Significant Group ◽  
Preschool Age Children

This study examined the empirical evidence for using four vocabulary tests (Peabody Picture Vocabulary Test-III [Dunn & Dunn, 1997], Receptive One-Word Vocabulary Test [Gardner, 1985], Expressive Vocabulary Test [Williams, 1997], Expressive One-Word Vocabulary Test-Revised [Gardner, 1990]) to screen or identify specific language impairment (SLI) in preschool-age children. Tests were administered to 31 4- and 5-year-old children with SLI and 31 age-matched controls with normal language (NL). All children spoke General American English. Despite moderate to strong inter-test correlations, no test was a strong identifier of SLI. The group with SLI scored lower than the NL group on each test; however, the individual scores of children with SLI typically fell within the normal range. Vocabulary tests are frequently administered to determine whether a child’s language skills require further evaluation (screening), as a method of identifying SLI in children, or simply to describe aspects of language functioning. These purposes for administering a vocabulary test require various forms of empirical evidence in support of their use. Our data support construct validity for the four vocabulary tests examined, but do not support their use for identification purposes. Clinicians must apply a degree of sophistication in evaluating the evidence presented for test validity relative to the purposes for which the test will be administered. Unfortunately, although many test manuals offer inter-test correlations or statistically significant group differences as evidence of construct validity, they often omit data that would support common clinical uses, such as screening or identification.

scholarly journals Coverage-based Frequency Bands: A Proposal

2017 ◽  
Vol 6 (2) ◽  
pp. 52-60
Author(s):  
Dale Brown ◽  
Keyword(s):  
Second Language ◽  
Word Frequency ◽  
Frequency Distribution ◽  
Vocabulary Test ◽  
Frequency Bands ◽  
Alternative Approach ◽  
Firm Basis

Second language vocabulary research makes much use of word frequency lists and their division into bands. In recent years, bands of 1,000 items have become conventional. However, there does not seem to be any firm basis or rationale for this. Conventional banding may be questioned since the utility of words varies greatly depending on frequency, because there are enormous differences in frequency within higher bands, and because the reliability of the placement of words in bands becomes progressively poorer at lower frequency levels. This article suggests an alternative approach: basing bands on coverage levels. Because of the frequency distribution of words, this means the highest frequency bands would contain very few words, while lower frequency bands would contain a great many words. The article shows how such bands can be constructed and presents a re-analysis of the results of a vocabulary test designed with conventional bands in terms of coverage-based bands. This re-analysis produces a very different profile of learners’ knowledge, and it is argued that the shape of this profile may be more useful in terms of guiding instruction in that it gives a clearer indication of which words should be targeted for a group of learners. It is further argued that the smaller number of words contained in coverage-based bands at higher frequency levels makes them a more feasible basis for instruction. The article thus concludes that coverage-based bands may be a fruitful avenue for researchers to explore.

scholarly journals Enhancing Thai EFL Students’ EFL Vocabulary Knowledge through the Use of Task-Based Language Teaching and Storytelling Technique Adopting Thai Folktales

2021 ◽  
Vol 7 (4) ◽  
pp. 235-243
Author(s):  
Khomkrit Tachom
Keyword(s):  
English Translation ◽  
Test Scores ◽  
Vocabulary Knowledge ◽  
Northern Thailand ◽  
Vocabulary Retention ◽  
Communication Course ◽  
Thai Students ◽  
Post Test ◽  
Efl Students ◽  
Group Members

This study aimed to examine the development of EFL students' vocabulary knowledge adopting a task-based method with 32 Thai students who enrolled in an English for Communication course at a university in northern Thailand. This study emphasized improving the Thai EFL students’ English vocabulary knowledge by requiring students to retell six Thai folktales in English translation to their group members. The pretest-posttest design, as well as an interview, were employed to indicate the students' vocabulary improvement after retelling Thai folktales. The findings showed that the students' post-test scores were statistically higher than their pre-test scores, and the students felt that the folktale tasks helped them enhance their vocabulary knowledge. The results of this study indicate that the students learned English vocabulary in an engaging and meaningful way through storytelling; therefore, the students’ vocabulary retention is likely high.

Predictive Validity of the PPVT-R for Navajo Children

1984 ◽  
Vol 55 (1) ◽  
pp. 297-298 ◽  
Author(s):  
Jack A. Naglieri
Keyword(s):  
Predictive Validity ◽  
Test Scores ◽  
Achievement Test ◽  
Vocabulary Test ◽  
Peabody Picture Vocabulary ◽  
Peabody Picture Vocabulary Test ◽  
Peabody Individual Achievement Test ◽  
Individual Achievement

The predictive validity of the Peabody Picture Vocabulary Test—Revised was examined for a sample of 33 Navajo children in Grades 1 to 6. Test scores correlated .65 and significantly with scores obtained 10½ mo. later on the Peabody Individual Achievement Test Total score. Implications for interpretation are discussed.

scholarly journals Determinants of in-court settlements: empirical evidence from a German trial court

2018 ◽  
Vol 15 (1) ◽  
pp. 143-162 ◽  
Author(s):  
MICHAEL BERLEMANN ◽  
ROBIN CHRISTMANN
Keyword(s):  
Empirical Evidence ◽  
Civil Law ◽  
Individual Characteristics ◽  
Institutional Factors ◽  
Trial Court ◽  
Empirical Results ◽  
Legal Policies ◽  
Unique Dataset

AbstractBecause verdicts are typically the more costly resolution of legal disputes, most governments are interested in high settlement rates. In this paper, we use a unique dataset of 860 case records from a German trial court to explore which institutional factors have a significant impact on the decision to settle in civil law litigation. We find that procedural aspects and individual characteristics of the involved judge have a significant impact on in-court settlement probability. We also find that judge-specific aspects such as the judge's gender may have an impact on settlement probabilities in certain subfields of law. Based on our empirical results, we derive some conclusions for legal policies that aim at increasing settlement rates.

Multisensory Language Teaching

2021 ◽  
pp. 151-170
Author(s):  
Şule Çelik Korkmaz ◽  
Çiğdem Karatepe
Keyword(s):  
Content Analysis ◽  
Data Collection ◽  
Qualitative Data ◽  
Language Teaching ◽  
Vocabulary Knowledge ◽  
Control Group ◽  
Vocabulary Test ◽  
Based Instruction ◽  
Experimental Group ◽  
Qualitative Data Collection

This study aims to investigate the effects of multisensory vocabulary teaching (MSVT) on 4th-grade learners' English vocabulary knowledge. Accordingly, the experimental group was taught through MSVT while the control group was given mainstream coursebook-based instruction. Both quantitative and qualitative data collection instruments were used. The non-parametric Wilcoxon tests yielded statistically significant differences regarding pupils' vocabulary achievement in favor of the experimental group both in the immediate post-vocabulary test and in the delayed post-vocabulary test. Furthermore, content analysis of the learners' diaries, teachers' blogs, and interviews revealed mostly positive views about learning words through MSVT compared to coursebook-based learning.

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